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How academic discipline influences coaching

By Evthokia Stephanie Saclarides
October 2020
Vol. 41, No. 5
Given the widespread implementation of instructional coaching, it is not surprising that coaching research has explored a variety of topics, including coaching roles and practices, coaches’ preparation and ongoing learning, and coaching’s impact on teachers and students across subjects such as literacy, mathematics, and technology. Yet little research has examined how academic discipline influences the way coaches work with teachers. For example, given that elementary teachers often feel less confident in mathematics than literacy (Drake et al., 2001), might a coach approach a teacher differently when they are working on mathematics instruction than when they are working on reading instruction? This is an important area of inquiry to ensure that coaches are most effectively supporting teaching and learning across a diverse range of academic disciplines

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Authors

Evthokia Stephanie Saclarides (saclares@ucmail.uc.edu) is an assistant professor at the University of Cincinnati.

References

Drake, C., Spillane, J.P., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject-matter context. Journal of Curriculum Studies, 33(1), 1-23. 

McGatha, M.B., Davis, R., & Stokes, A. (2015). The impact of mathematics coaching on teachers and students. (Brief). National Council of Teachers of Mathematics.

Saclarides, E.S. (2018). Co-teaching and modeling: The work of coaches and teachers as they engage in one-on-one mathematics professional development. (Doctoral dissertation). University of Illinois, Urbana-Champaign. 

Saclarides, E.S. & Lubienski, S.T. (2018, April). Exploring the content and depth of coach-teacher talk during modeling and co-teaching. Paper presented at the American Educational Research Association, New York, NY. 


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Evthokia Stephanie Saclarides (saclares@ucmail.uc.edu) is an assistant professor at the University of Cincinnati.


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